<![CDATA[This study aims to explore the problems faced by Islamic Religious Education (PAI) teachers in teaching the Quran in schools and identify effective learning strategies. Using a phenomenological approach, data were collected through in-depth interviews with ten PAI teachers in public and Islamic-based schools at the elementary, middle, and high school levels in Bandung City. Data analysis used the Miles and Huberman framework through the stages of data reduction, data presentation, and conclusion drawing. The research findings revealed seven main problem categories: limited students' Quran reading ability (70% of participants), lack of motivation and spiritual awareness (60%), psychological barriers among adolescents, limited time allocation (60%), inadequate teacher resources (30%), classroom management challenges, and most crucially, minimal parental involvement (80%). A significant gap in Quran reading ability emerged between Islamic-based schools (60-90%/class) and public schools (only 5-10%/class). This study has implications for the importance of collaboration between parents, teachers, and educational institutions in teaching the Quran.]]>
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